Information Communication Technology Unit

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Browsing Information Communication Technology Unit by Subject "connectivism"

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    Hypermobile learning in an immobilized society: Four Tanzanian universities and one globe
    (UGent, 2017) Ghasia, Mohamed (University of Mzumbe); Stroeken, Koenraad (UGent)
    The contradictions of depoliticized (economic) globalization in Africa south of the Sahara are reinforced by current communication technologies. Inadequate ICT skills among students and teachers, traditional philosophy of teaching and learning, lack of technical expertise on digital content production, lack of relevant e-learning curriculum, and selective investments in ICT infrastructure have led to ‘hypermobile learning’. We witness the imbrication of neo-colonial object-subject relations with the fractal of domesticated fertility (the lure of foreign novelty) characterizing ‘forest fringe cultures’ in Africa. The internet and smartphones are hailed for facilitating elegant assemblages of work and leisure, of private and public spheres, contributing to blurring the divides that traditionally maintained the integrity of individuals. Dealing with ailing ICT infrastructure in African universities, both lecturers and students are expected to produce coping strategies from their mobile devices. Our qualitative research shows both groups complain about the hypocrisy of the educational system, which bans the wayward smartphone in the formative primary and secondary levels, yet counts on that very tool for students to accomplish their university studies. Available mobile networks are overloaded such that students choose to wait until midnight to access them. The new forms of bricolage between technologies and life/work cycles, ambivalently propagated as m-learning, in fact, impede structural interventions, sustained power brokerage and lifetime mobility. The implied ‘human sacrifice’, we argue, is what occupy sites and recent student protests in (South) Africa decry.
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    Towards mobile learning deployment in higher learning institutions: A report on the qualitative inquiries conducted in four universities in Tanzania
    (2018) Ghasia, Mohamed A.; De Smet, Egbert; Musabila, Albogast
    Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Specifically, we examine the potential of m-learning for HLIs in Tanzania and the challenges that hinder successful m-learning deployment. We adopt a comparative qualitative case study design in which four HLIs in Tanzania were purposefully selected. The study uses a combination of design science research approach and qualitative methods including grounded theory, document reviews, and observation. The respondents included university lecturers, students and ICT experts, who were selected for the interviews through theoretical sampling. The transcripts were loaded, coded and analyzed in NVIVO software. The results indicate that mobiles (smartphones, tablets, laptops, feature phones etc.) are widely used in the HLIs. Stakeholders perceive that m-learning deployment is important and useful because it improves the quality of the learning experience. The results further indicate that there are financial, pedagogical, technological, infrastructural, individual – and policy–related challenges that hinder the successful deployment of m-learning in HLIs in Tanzania include limited network coverage, some students´ inability to afford mobiles, lack of qualified staff for mobile content and administration preparation, gaps in the existing policies, and faulty course design. However, our results show that participants are optimistic about the potential of m-learning in the HLIs of Tanzania. They expect m-learning will improve access to learning resources, and teacher-student and student-student interaction without being restricted by time or place. Thus, m-learning is considered to have the potential to address issues of crowded classrooms, expertise, access to learning materials, flexibility of the learners, and remote connectivity. We recommend that HLIs should prioritize m-learning and commit resources to the success of the related projects. We also recommend that the governments and stakeholders provide policy interventions, subsidize mobile technologies, expand network coverage, build capacity within and outside HLIs, and improve digital literacy by integrating ICT education at all levels of education